I can't tell you what method will work for you, I can only tell you what method I found worked for me after a few years of struggling really hard in uni.

I discovered 2 important things for myself. Sitting down just reading my book/notes made me feel really tired or lose my focus really quickly. What helped:

1. When reading my book/notes: I was making a summary, so I was writing things down, trying to put them in an organized/logical manner (in a diagram if appropriate). That way I was more 'busy' more 'involved' than just sitting down and reading. That helped keeping me focussed for longer.
2. When actually memorizing the stuff, I took one or a few pages of my summary and got up. I generally paced back and forth in my room. Pacing around made sure I felt less sleepy than sitting down.

Another thing that worked well for me was 'teaching'. So I made the summary, tried to memorize a section and then to see if I actually could do it, I 'taught'. I imagined I was the teacher of this course. So I explained the info to my imaginary students. That way I fairly quickly found out what pieces I was good at and which ones I lacked in. Bonus is that I actually had a whiteboard in my room, so I even wrote things down for my students on the whiteboard. I did it a few times until I could do that section completely. Sometimes it was a matter of filling up a few blank holes, so I had to glimpse at my summary. But occasionally I did so badly I had to stop and go back to the memorization stage before returning and doing 'the class' all over again.

Funnily enough, I remember at one point I was 'teaching' English grammar and during my explanation I realized I made a mistake. I remember I actually felt a bit embarrassed and had to tell my students I made a mistake and re-explain an entire section. Just funny how I could actually feel embarrassment, while my audience was completely fictional. Though I am happy to say my students were always attentative, forgiving, never interrupted me or asked annoying questions. :-)

Some people revision audibly, some by writing. For me I thing it was a combination, but writing was more important, whether that was on a sheet of paper or on my whiteboard. BUT writing down did not mean I had to waste huge amounts of time on writing it down. Writing was more of an evidence that I had mentioned the point. I know some people don't even write words but would just write a point or line to show they've mentioned the point.

An example for me. Let's say the question is: What fruits are in the teacher's favorite fruit salad?

Answer:

-Apple

-Grape

-Blueberry

-Melon

-Pineapple

When I reviewed it, I would name the things in my mind or out loud and at the same time write (so quickly, my handwriting was barely legible):

Q: teach fav frtsalad frts?

A:

-Ap

-Gr

-Bb

-Mln

-Pine

It doesn't matter that afterwards these abbreviation didn't make sense. Their only function was to show myself in that instant which items I had mentioned.

I hope there was something in here that was of use to you, even if it was just inspiration leading to a completely different learning method for yourself.